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Item Details
Title:
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INQUIRY-GUIDED LEARNING
NEW DIRECTIONS FOR TEACHING AND LEARNING, NUMBER 129 |
By: |
TL (Teaching and Learning), Virginia S Lee (Editor) |
Format: |
Paperback |
List price:
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£21.99 |
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ISBN 10: |
111829923X |
ISBN 13: |
9781118299234 |
Publisher: |
JOHN WILEY & SONS INC |
Pub. date: |
10 April, 2012 |
Series: |
J-B TL Single Issue Teaching and Learning |
Pages: |
128 |
Description: |
Is inquiry-guided learning a universal answer for various teaching and learning ills in higher education? With eight institutional case studies drawn from colleges and universities in English-speaking countries, this volume provides a clear description of inquiry-guided learning based on best practice. |
Synopsis: |
Is inquiry-guided learning a universal answer for various teaching and learning ills in higher education? With eight institutional case studies drawn from colleges and universities in English-speaking countries, this volume provides a clear description of inquiry-guided learning based on best practice. It also provides a window into the dynamics of undergraduate education reform using inquiry-guided learning, with a helpful final chapter that compares the eight institutions on key dimensions. This issue is a valuable resource for: Institutions attempting undergraduate reform through inquiry-guided learningPractitioners and scholars of inquiry-guided learningInstructors seeking good texts for courses on higher education administrationAdministrators seeking to understand and lead undergraduate education reform. This is the 129th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. |
Publication: |
US |
Imprint: |
John Wiley & Sons Inc |
Returns: |
Returnable |
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Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
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